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The purpose of this study was to examine the usefulness of electronic-based questionnaires as a tool to gather data from field supervisors in the medical profession at various military bases. The study compared the response effects of an electronic evaluation questionnaire with the traditional method of paper-based questionnaires in gathering Level 3 data. The number of returns affects the amount of information available to the course personnel in creating a viable program that ensures the success of service members entering the occupational field and, ultimately, affecting the number of service members who remain beyond their first enlistment. The return rate and amount of missing data were tracked. Supervisors of graduates of a medical program who had observed service members for a minimum of 4-months were participants in the study. The z-test for comparing two proportions was used to determine significance of the study at the .05 level. Findings indicate that there was a significant difference in return rates and the amount of missing data when using the electronic format. Based on this study, the electronic-based questionnaire as a data-gathering tool provided a higher number of returns in a quicker time frame with fewer missing data in the technical training environment. Copyright is held by the author, unless otherwise note

This purpose of this study is to provide a description and chronology of the development of general education in the history of the U. S. Marine Corps. A review of the various general education activities, with particular emphasis on the establishment of the Vocational Schools Detachment and the Marine Corps Institute accomplished this purpose. The review encompassed 1739 to 1992. The problem investigated in this study posed particular questions about the establishment of general education activities. Several research questions guided the investigation through specific periods of Marine Corps history. These questions concerned the establishment of general education activities affected by (1) general education initiatives, (2) Marine Corps leaders and other individuals and their contributions, (3) relationships of the changing size and mission, (4) conditions surrounding their creation, (5) educational styles established, (6) purposes for each, and (7) support measures required by each general education activity. The historical research method provided the means to reconstruct the past systematically and objectively by collecting, evaluating, verifying, and synthesizing evidence to establish facts and reach defensible conclusions. The researcher collected, categorized, analyzed, integrated, and synthesized data from a mass of sources and interpreted this evidence in context with the sources. The study found that Marine Corps general education activity development resulted in unique circumstances from a variety of influential change agents throughout five major periods. However, the most influential factor was the occasional leader who interpreted the significance of need and provided leadership to establish or modify a general education activity to meet the need. General John A. Lejeune and Secretary of the Navy Josephus Daniels were the most efficacious in this regard. Other Marine Corps Commandants and various general education activity directors also contributed to the employment and continuance of these activities. The study concluded general education activities resulted from strong leaders with well founded philosophies and vision, and the aptitude to put their concepts into practice. / Ed. D.

Each year, the United States Army recruits and trains thousands of new soldiers to fill vacancies in Army organizations created by promotion, transfer, or termination of service. Installations responsible for training new recruits is conducted in two phases: Basic Combat Training followed by Advanced Individual Training. Proper management of the Army's initial entry training program is a very complex, practical military logistics problem that demands timely scheduling of a broad range of reusable training resources, such as, training companies. Currently, manual heuristic methods are used to schedule training companies throughout the planning horizon to support initial entry training, where training company scheduling also involves deciding how many recruits to assign to training companies each week. These methods have evolved over a number of years when there were few changes to the training base, and recruiting levels remained relatively stationary. Unfortunately, there are several severe shortcomings with these methods. For example, determining the number of recruits assigned per training company and the number of weeks a training company remains busy training recruits is a manual trial-and-error process. Second, it is possible for different analysts to generate different solutions for the same recruitment scenario. Third, no methods exist for conducting comparative analyses to appraise the quality of competing feasible training schedules. Finally, the temporal interdependence of decisions makes decision variables in the future periods depend on current decision variables. This complicates resource scheduling and makes the manual generation of week-by-week training schedules a tedious, time-consuming task. This dissertation: (1) formulates a mathematical dynamic model of the Basic Combat Training phase of initial entry training; (2) formulates a decision model for optimally scheduling training resources based on dynamic programming; (3) formulates an improved heuristic procedure for scheduling training resources; (4) incorporates a "training quality" performance measure into the formulation of the objective function making it possible to compare competing feasible training schedules obtained by various methods; and (5) designs, develops and implements a fully operational computer-based decision support system (DSS) for scheduling basic training resources. The computational experiments reveal that the heuristic procedures developed are indeed computationally efficient and provide "good" solutions in terms of training "quality," resources utilization, and training cost.

Thesis (M.S.)--Naval Postgraduate School, 2003. / Title from title screen (viewed Oct. 10, 2003). "June 2003." Includes bibliographical references (p. 91-94).

The purpose of this study is to determine whether the armed-force method of instruction and the civilian method of instruction are similar or different. The five basic steps of instruction emphasized in the armed-force bulletins receive special emphasis in this study. They are as follows: 1. Preparation by the instructor; 2. Presentation; 3. Application; 4. Examination; 5. Discussion and critique. It is with these five basic steps that the writer has endeavored to show the difference or similarity between the educational programs used in the armed forces and in the public schools.

The purposes of this study are: (1) to analyze the military system of education and discipline developed and employed by the preparatory institutions of the United States which combine military training with academic training; (2) to show that the military system of education compares favorably with that offered in secondary schools; and (3) that certain distinctive features are present in the military system of education and that these features are worthy of careful consideration by parent and student.

This study is based on Kirkpatrick's (1996) four level evaluation model. The study assessed the correlation between and among three levels of data that resulted from evaluation processes used in the U.S. Air Force technical training. The three levels of evaluation included trainee reaction (Level 1), test scores (Level 2), and job performance (Level 3). Level 1 data was obtained from the results of a 20 item survey that employed a 5-point Likert scale rating. Written test scores were used for Level 2 data. The Level 3 data was collected from supervisors of new graduates using a 5-point Likert scale survey. The study was conducted on an existing database of Air Force technical training graduates. The subjects were trainees that graduated since the process of collecting and storing Levels 1 and 2 data in computerized database began. All subjects for this study graduated between March 1997 and January 1999. A total of 188 graduates from five Air Force specialties were included. Thirty-four cases were from a single course in the aircrew protection specialty area; 12 were from a single course in the munitions and weapons specialty area; and 142 were from three separate courses in the manned aerospace maintenance specialty area. Pearson product moment correlation coefficients were computed to determine the correlation coefficients between Levels 1 and 2; Level 1 and 3; Level 2 and 3 for each subject course. Multiple linear regression was used to determine the relationship between the composite of Levels 1 and 2 and Level 3. There were significant correlation coefficients between Levels 1 and 2 and Levels 2 and 3 for only one of the five courses. The linear regression analysis revealed no significant correlation using the composite of Levels 1 and 2 as a predictor of Level 3.

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